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Showing 1 to 15 of 190 results Save | Export
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Metzger, Ellen P.; Curren, Randall R. – Journal of Geoscience Education, 2017
Because challenges to sustainability arise at the intersection of human and biophysical systems they are inescapably embedded in social contexts and involve multiple stakeholders with diverse and often conflicting needs and value systems. Addressing complex and solution-resistant problems such as climate change, biodiversity loss, and…
Descriptors: Sustainability, Ethics, Science Instruction, Geology
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Lasker, Grace A.; Mellor, Karolina E.; Mullins, Melissa L.; Nesmith, Suzanne M.; Simcox, Nancy J. – Journal of Chemical Education, 2017
Despite advances in active learning pedagogy and other methods designed to increase student engagement in the chemistry classroom, retention and engagement issues still persist, particularly with respect to women and minorities underrepresented in STEM (science, technology, engineering, and mathematics) programs. Relevancy also remains elusive in…
Descriptors: Environmental Education, Social Justice, Chemistry, Science Instruction
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Goulder, Raymond; Scott, Graham W. – Journal of Biological Education, 2016
Reviews of the state of biology fieldwork in UK schools and universities at the beginning of the twenty-first century (Barker, Slingsby, and Tilling 2002; Smith 2004) were not entirely pessimistic; rather they suggested ways forward that might lead to an increase in fieldwork. Whether their hopes have been realised has, perhaps, been revealed by…
Descriptors: Biology, Science Instruction, Teaching Methods, Foreign Countries
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Hill, Robert H., Jr. – Journal of Chemical Education, 2016
Safety education is absent in the chemistry curriculum. This commentary discusses the consequences of the missing safety education for graduates and institutions that hire them. It suggests and discusses the application of the theory of Normalization of Deviance to explain why safety education is missing. It suggests ways to fix the shortcoming by…
Descriptors: Undergraduate Students, Safety Education, Chemistry, Laboratory Safety
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Schattner, Peter – Journal of Biological Education, 2015
Can learning molecular biology and genetics be enjoyable? Of course it can. Biologists know their field is exciting and fascinating and that learning how cells and molecules shape the living world is extraordinarily interesting. But can students who are not already inclined towards science also be convinced that learning molecular biology is…
Descriptors: Molecular Biology, Teaching Methods, Science Instruction, Student Motivation
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Moon, Jean; Passmore, Cynthia; Reiser, Brian J.; Michaels, Sarah – Journal of Teacher Education, 2014
With the adoption of Common Core State Standards (CCSS) in English Language Arts (ELA) and math and the release and beginning adoptions of the Next Generation Science Standards (NGSS), teachers, schools, and districts are clamoring for professional learning opportunities to refine and re-tool teaching to bring it in line with the reform visions in…
Descriptors: Educational Innovation, Faculty Development, Online Courses, Educational Technology
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Sherin, Bruce – International Journal of Science Education, 2015
In this commentary, the author presents his thoughts on two papers appearing in this special issue. The first, "The Importance of Language in Students' Reasoning about Heat in Thermodynamic Processes," by David T. Brookes and Eugenia Etkina (See: EJ1060728), and the second, "Varying Use of Conceptual Metaphors Across Levels of…
Descriptors: Figurative Language, Science Education, Schemata (Cognition), Science Instruction
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Treagust, David F.; Duit, Reinders – International Journal of Science Education, 2015
The role of analogies and metaphors has played a significant part in the work on teaching and learning science. This commentary discusses three papers from this current issue that cover a wide range of studies in the spirit of conceptual metaphors--ranging from a study somewhat similar to "classical" conceptual change, to a teacher…
Descriptors: Science Instruction, Figurative Language, Concept Formation, Faculty Development
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Hodson, Derek – International Journal of Science Education, 2014
This opinion piece paper urges teachers and teacher educators to draw careful distinctions among four basic learning goals: learning science, learning about science, doing science and learning to address socio-scientific issues. In elaboration, the author urges that careful attention is paid to the selection of teaching/learning methods that…
Descriptors: Science Instruction, Learning Strategies, Teaching Methods, Inquiry
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Schaffer, Dane L. – Journal of Geoscience Education, 2012
This commentary paper focuses upon the loss of respect for Earth Sciences on the part of many school districts across the United States. Too many Earth Science teachers are uncertified to teach Earth Science, or hold certificates to teach the subject merely because they took a test. The Earth Sciences have faced this problem for many years…
Descriptors: Earth Science, Science Instruction, Scientific Literacy, Science Teachers
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Bernal, Pedro J. – Journal of Chemical Education, 2011
This commentary talks about the worldwide health impact of lack of access to potable water. Household water treatment and storage (HWTS) is described as one approach to improving potable water accessibility in which students and educators can make a contribution to alleviate the problem of lack of access. The author suggests that, as chemists,…
Descriptors: Water Quality, Science Instruction, Chemistry, Water Pollution
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Schultz, Emeric – Journal of Chemical Education, 2010
This commentary disagrees with a recent submission (Cheung, D. "J. Chem. Educ. 2009, 86," 514-518) questioning the value of the Le Chtelier principle (LCP). Cheung points out that the LCP fails to predict the proper change in a small set of chemical equilibria. This commentary argues that the LCP has great qualitative utility in correctly…
Descriptors: Chemistry, Science Instruction, Scientific Principles, Secondary School Science
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Jensen, William B. – Journal of Chemical Education, 2010
In response to a reader query, this article traces the origins of the ionic-radius ratio rules and their incorrect attribution to Linus Pauling in the chemical literature and to Victor Goldschmidt in the geochemical literature. In actual fact, the ionic-radius ratio rules were first proposed within the context of the coordination chemistry…
Descriptors: Chemistry, Geometric Concepts, Science Instruction, College Science
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Johnstone, A. H. – Journal of Chemical Education, 2010
Large curricular changes of the 1960s brought about by the ChemStudy and Chemical Bond Approach initiatives were generally successful, but they also created learning problems. These were well recognized by a series of surveys in 1971. Recent surveys (2008) show that the same chemical difficulties for learners are still present in most "modern"…
Descriptors: Chemistry, Science Instruction, Science Curriculum, Teaching Methods
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Gosser, David K., Jr.; Kampmeier, Jack A.; Varma-Nelson, Pratibha – Journal of Chemical Education, 2010
This paper offers an overview of the development of the peer-led team learning (PLTL) model for teaching and learning chemistry, from the personal journeys of the authors in their classrooms to the national dissemination of the model to the full range of colleges and universities and to other STEM disciplines. In the PLTL model, students who have…
Descriptors: Chemistry, Science Instruction, College Science, Teaching Methods
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